french - SCERT - The State Council Educational Research and

FRENCH
Teacher Text
CLASS XII
Government of Kerala
DEPARTMENT OF EDUCATION
State Council of Educational Research and Training (SCERT), Kerala
2015
Teacher text Development Team
Rose Mary Anasthas
Krist Raj HSS, Kollam
Mr. Stanly D'Silva
Jawaharlal Nehru HSS, Mahe
Sheena Charles
(Sr. Sheena Sparshitha CSST)
St. Teresa's HSS, Ernakulam
Antoinette Manicom
Sacred Heart HSS, Thevara, Ernakulam
Experts
Prof. T.K. Thamby M.A, Dip. in French
(Annamalai University)
Rev. Dr. Mathew Manakarakavil. M.A,M.Phil, P.hD, DLCF (PARIS)
Rtd. Principal, Mar Ivanios College, Thiruvananthapuram
Effy Christy Cheriyan
Providence Women's College, Calicut
Academic Co-ordinator
Bindu. C
Research Officer, S C E R T
Prepared by :
State Council of Educational Research and Training (SCERT)
Poojappura, Thiruvananthapuram 695012, Kerala
Website : www.scertkerala.gov.in e-mail : [email protected]
Phone : 0471 - 2341883, Fax : 0471 - 2341869
Typesetting and Layout : SCERT
© Department of Education, Government of Kerala
Preface
Dear Teacher,
The French Language is introduced as a second language at
the higher secondary level courses offered in the state. There is
a remarkable change in approach to teaching and learning.
The introduction of the activity based pedagogy is the highlight
of the revised curriculum. We all agree that teaching the activity
based, learner centered and process oriented curriculum is
challenging.
This Teacher text on French Language aims at familiarising
the teachers with the process and activities expected to be
employed by them in the classroom. It provides an overall idea
about the transactional strategies, teaching learning processes
the change in evaluation and details about various kinds of
classroom support that is needed.
Our teachers as we know, can easily come up with innovative
ideas and strategies than the ones suggested in this book.
Teachers are expected to make use of this book at all stages
of the teaching-learning process. Make the teaching - learning
process an enjoyable experience.
Suggestions for improvement are most welcome.
With regards,
Dr. S. Raveendran Nair
Director
SCERT, Kerala
Contents........
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Syllabus
Scheme of work
Unit wise analysis (Unité-1)
Activities
Questions based on lessons 1 & 2
Unit wise analysis (Unité -2)
Activities
Questions based on lessons 3 & 4
Unit wise analysis (Unité-3)
Activities
Questions based on lessons 5 & x6
Teacher Planner
Guidelines for question paper preparation for
public examination
14) Two Sample Question papers with Blueprints
15) Boîte à outils
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General Approach
Introduction
The National Curriculum Framework 2005 sowed the seeds for many
reforms in the field of education in India. Subsequently, NCERT
prepared textbooks for various subjects based on NCF 2005. Later
the, Kerala Curriculum Framework 2007 was formed and the
curriculum upto high school level was revised. The Right to
Education Act of 2009, Prof. P.O.J.Labba Committee Report related
to Higher Secondary Education and Dr. P.K.Abdul Aziz Committee
Report related to a comprehensive curriculum revision - all pointed
towards the necessity of curriculum reform.
In the 1990s, a new curriculum with comprehensive changes in
learning and pedagogy was introduced at the primary level. Based
on this activity-based, process-oriented and learner-centred
curriculum, Continuous and Comprehensive Evaluation (CCE) and
grading system were implemented. Subsequently, this method was
introduced at the Higher Secondary level too.
Significance of Curriculum Revision
Though activity-based pedagogy
has already been introduced at the
higher secondary level, a
comprehensive revision of
curriculum has not been
implemented yet. The ongoing
syllabus revision interacts with
contemporary events and takes
into consideration the nature of
the learner. As a stepping stone to
the higher education sector, the
higher secondary curriculum
should be raised to international
Teacher Text-French
The curriculum, syllabus and
textbooks being followed for more
than five years should be revised
and reformed urgently by SCERT.
Prof.P.O.J.Labba Committee
As a knowledge society, it is of
paramount importance to basically
restructure and reform the
curriculum to face the challenges
posed by the times.
Dr. P.K.Abdul Aziz
Committee
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standards. International standards do not refer to the standard of
education set by any particular country. On the other hand, it must
inculcate in the learner the ability to take his life forward wherever
he is, after the completion of his higher secondary education. It is
the sum-total of all the experiences and knowledge to be picked up
by the learner for meeting the needs. This emphasizes the need to
provide internationally accepted teaching-learning models to our
students. The curriculum revision has been envisaged as an attempt
in that direction.
RIGHT TO EDUCATION ACT - 2009
Section - 29 (Chapter 5)
Curriculum and evaluation procedure
(1) The curriculum and the evaluation procedure for elementary education
shall be laid down by an academic authority to be specified by the
appropriate Government, by notification.
(2) The academic authority, while laying down the curriculum and the evaluation
procedure under sub-section (1), shall take into consideration the following,
namely:
(a) conformity with the values enshrined in the Constitution;
(b) all round development of the child;
(c) building up child's knowledge, potentiality and talent;
(d) development of physical and mental abilities to the fullest extent;
(e) learning through activities, discovery and exploration in a child-friendly
and child-centred manner;
(f) medium of instruction shall, as far as practicable, be in child's mother
tongue;
(g) making the child free of fear, trauma and anxiety and helping the child
to express views freely;
(h) comprehensive and continuous evaluation of child's understanding of
knowledge and his or her ability to apply the same.
The curriculum should be revised ensuring the above-mentioned
factors, and the revision of the curriculum has to be viewed against
this backdrop.
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Kerala School Curriculum (2013) - Chief characteristics
The curriculum
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is learner-centred, process-oriented, activity- based and value
oriented.
gives stress to the learning outcomes that a learner imbibes at
the cognitive, social and emotional levels.
lays stress on the skills to be attained by the learner in values
and attitude.
is based on the philosophy of constructivism.
gives teachers freedom to choose and employ logical and
varied learning strategies for the transaction of curriculum.
is flexible to implement various teaching - learning strategies
recognizing the learning outcomes, nature of the content and
the different levels of the learners. Discovery learning, Concept
attainment model, Inductive method, Meta cognition, Cooperative learning, Collaborative learning, Reflective learning,
and giving opportunities to individuals and group learning
etc. are taken into consideration.
is comprehensive and takes into consideration the various
stages from the pre-primary level to the higher secondary level.
designs innovative learning strategies as well as assessment
activities for children with special educational needs.
ensures a Continuous and Comprehensive Evaluation (CCE)
focused on learning outcomes.
stresses Health and Physical Education, Art Education and
Work Education.
lays stress on Right-based Education in the light of Right to
Education Act, 2009.
provides an opportunity to the learner to experience necessary
safety, care and security both at school and in the classroom
by raising the teacher to the level of a mentor.
lays stress on the Code of Professional Ethics for school
teachers.
helps to acquire new learning skills which enable the learner
to face contemporary challenges.
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is intended to inculcate human values in the learners.
ensures equity and equality among the learners.
ensures the harmony of head, heart and hand and aims at a
comprehensive development envisioned to make learning
natural.
Curriculum Approach
Our curriculum has been developed, imbibing new thoughts in
educational psychology and philosophy. The idea of constructivism
put forth by NCF 2005 is the basis for the Kerala School Curriculum
2013 too. In constructivism, learning is the process of the construction
of knowledge.
The striking features of the curriculum transaction approach are:
i.
Activity - based
ii. Process- related
iii. Ensure learning
iv. Focus to attain learning outcomes
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Environment- friendly
vi. Highlights development areas
vii. Suitable for the nature of the learner
viii. Integrates learning and assessment
A learning process based on constructivism is the foundation of the
curriculum. A distinguishing feature of this approach is that
knowledge is constructed naturally by creating challenging learning
activities and considering the acquired knowledge and conceptual
background of the learner.
Learning Experiences
The acquired knowledge skills and interests differ from learners
coming from different backgrounds. So it is very important to
facilitate learning experiences imbibing these changes and
considering individual differences and multiple intelligences of
the learners.
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Learning Environment
The classroom should be designed to keeping in mind the interest
and development of the learner so as to ensure his/her participation
in various learning activities. Every activity should be learneroriented. A conducive environment should be created. The freedom
to employ suitable learning strategies which are learner-centred and
activity-based, taking into consideration the development and
growth in the learning ambience rests with the teacher.
Learning Process
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Each learner constructs knowledge by linking it with his/her
previous experiences.
Knowledge construction occurs at the level of the individual
through meaningful societal interventions.
Learning is made effective through multi-sensory experiences
which consider various learning styles, learning pace etc.
Learning becomes more effective through co-operative learning
in an environment conducive for co-operation.
Learning materials should be meaningful generating interest
in the learner.
Spiralling of learning experiences will make learning more
effective.
By ensuring flexibility of learning activities and possibilities
of adaptation, learners requiring special educational needs and
with different aptitudes may be attended to.
Each learner should get learning experiences necessary to
ensure learning outcomes.
Learning and Assessment should be complementary.
Everybody can attain learning outcomes by adopting suitable
teaching- learning strategies that consider content and learning
requirements of the learner.
The learning process should be decided keeping in view the
comprehensive development of each learner.
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Learning Outcomes
As per the rules of the RTE Act, the idea of learning outcomes was
introduced in the Kerala School Curriculum 2013. Knowledge of
learning outcomes is essential to plan the teaching-learning process
and evaluation, in a precise and practical manner. Learning outcomes
are the aims to be achieved by the learner during the various stages
of school education. Precise and accurate statements based on the
knowledge, skills, attitudes, values etc. to be acquired by a learner
in a particular subject-area are called Learning Outcomes.
The learning outcomes should be stated based on performance that
can be observed and measured. An analysis of the learning outcomes
will help assess the knowledge, skills, values and attitudes that
should be acquired by the learner at the end of each unit, class and
stage have been acquired or not. Precise and clear assessment
activities can be planned, based on specific learning outcomes.
Information and Communication Technology
Today information and communication technology has an important
role in the construction and dissemination of knowledge. This is
made possible through gathering of information, analysis and varied
presentations. The immense possibilities of ICT can be used to
transact any subject at the higher secondary level. Through this, it
can also be ensured that learners acquire ICT skills. The main features
of ICT are stated below.
Art Education
Arts evolved as a part of providing enjoyable experiences in the
progress of man as a social animal.
The experiences gathered during various phases of life touch human
minds aesthetically. All the art forms that evolved from ancient times
were visual and auditory. It had the power of rejuvenating the
human mind. This is the unique characteristic of art.
Art education at the higher secondary level aims to develop the
creative skills acquired by the learner and to create in him a broader
outlook about art and literature. Also an aptitude for higher studies
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and research in the field of arts has to be developed in them. In
order to develop observation skill, ability to appreciate and sense
of imitation among learners, art education is essential. It also helps
learners to develop abilities to think and respond differently, to
ensure social intervention and to make learning more productive.
Activities in art help to make children work hard and diligently,
and also channelize their enthusiasm in the right direction.
Health - Physical Education
The term health refers to the complete state of physical, mental,
emotional and spiritual well-being. Therefore health is essential for
the existence of an individual. So proper implementation of health
and physical education is essential. The minimum physical fitness
required for every individual in the society in order to exist should
be ensured. For this, health and physical education should be
imparted scientifically and comprehensively from a very early age.
The views of National Curriculum Framework 2005 regarding need
based and integrated approach should be given special attention
and emphasis.
Along with the knowledge of content areas, performance excellence
and physical fitness are also to be assessed. The health-physical
education envisioned in Kerala School Curriculum 2013 and initiated
at the primary level, gets perfected at the higher secondary level
only. Learning activities should be planned so as to enable learners
excel in this field to explore up to the level of international
possibilities. The physical fitness, training excellence and knowledge
of content areas acquired hitherto promote holistic well-being.
Objectives of Health - Physical Education
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To get an awareness about sports, values and ethics.
To gain expertise in athletic skills and to scientifically analyse
them.
To gain expertise in major games.
To get practical training in self defence techniques.
To understand aggression, balanced or controlled aggression
etc.
To realise the consequences of the use of drugs.
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To create the right understanding about sexual health.
To acquire scientific practical ability to intervene effectively
during life rescue missions.
To get an awareness about the changes in the respiratory and
cardio-vascular system that can be brought through exercise.
To give training using safe and effective exercise pattern.
Work Education
The confluence of knowledge acquired through hearing, sight and
work makes construction of knowledge possible in a learner.
Contemporary learning process evolves through enquiry and
experiences. Work education is essential to integrate and develop
emotional and cognitive domains.
A work education integrated with the subjects of higher secondary
curriculum, will be more appropriate.
Objectives of Work Education
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Readiness to work
Development of values and attitudes
Development of a balanced personality
Self-sufficiency in the field of production
Human skill development
National development
Inclusive Education
In the classroom, an atmosphere that is congenial to all learners
without excluding any one must be created. In our schools there are
two categories of students, one who requires more consideration,
help and attention and the other who requires normal help and
attention. Only by addressing this can we ensure equitable quality
education.
Areas which help to develop values, attitudes and
commitments
Areas such as awareness of humanitarian and constitutional values,
attitudes that strengthen social life and growing social commitment
are the prime concerns of the curriculum. Details of the conceptual
areas are given below.
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Democratic Outlook
While choosing the content for different subjects, the perspectives
on democracy have to be considered. In the planning and transaction
of learning activities, there should be a democratic approach. The
aim of the curriculum is to establish a democratic approach through
democratic platforms.
Constitutional Values
The values and objectives that are upheld by our Constitution have
to be reflected in the curriculum. The content and the transaction
process should be selected to enable learners acquire constitutional
values.
Secular Attitude
Subject areas which help in developing a secular attitude have to be
included.
Tolerance
The curriculum should aim at developing the quality of tolerance
towards those who disagree with you.
Constructive and Creative Thinking
There is a need to develop creative thinking and the urge for
discovery among learners. There should be possibilities for creative
enquiry in the content areas and learning strategies of the
curriculum. The different levels of multiple intelligences should
also be considered.
Respect for one's cultural heritage
Respectful attitude to one's cultural heritage and history is one of
the aims envisioned by the curriculum.
Equality
It is essential to ensure equality in learning activities, which are
provided to the learners.
Leadership Quality
There is need to design learning strategies that would help in
shaping leaders who are capable of facing the challenges of this
millennium. In the classroom, opportunities must be created to
develop leadership qualities among children.
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Life Skill Education
Life skills such as self awareness, empathy, communication skill,
interpersonal relationship, creative thinking, critical thinking,
decision-making, problem-solving, coping with emotions and coping
with stress should be developed in learners. These life skills help
the learner to face life with self-confidence.
Civic Sense
Just as the state has certain duties to the citizens, the citizens also
have some duties to the state. The aim of education is to create a
community with civic sense and a sense of responsibility and
discipline.
Respect for Elders
Respect for elders is the keystone of our civilization. In all cultures,
old people are venerated and given due consideration. An important
characteristic of the elder people is that they are a store house of
experiences. Our cultural life being continuous and heritageoriented, the age-old experiences and knowledge are handed down
from one generation to another. Factors which encourage learners
to express respect for elders through co-operative interventions
should be made part of the transaction of content.
Human Rights
Human rights are the rights of individuals to lead a life of dignity.
The human rights which got universal acceptance through the United
Nations Declaration of Human Rights should be given importance
in the curriculum.
Child Rights
It is our duty to protect every right of the child.
Awareness about Environment
Basic awareness about nature and the need to protect natural
resources should be included from the primary level itself. Children
should be made to understand that environmental hygiene is as
important as personal hygiene and that sense of hygiene is one of
the basic factors of civic sense. They should understand that nature
and natural resources are not meant just for the consumption of
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human beings and that any change in the balance of nature will have
far- reaching consequences. They should carry out activities which
make protection of natural resources and environmental hygiene a
value-system and an attitude.
Water Literacy
Children must be made to understand that water is precious by
creating awareness about the availability of water, conservation of
water and the need to keep it free from pollution.
Peace Education
The basic idea of peace education is to develop values and attitudes
to interact with others and the surroundings in a peaceful and
friendly manner. It is essential to include content areas that reflect
values like avoiding conflicts and situations leading to conflicts,
peace and harmony.
Legal Literacy
Knowledge and awareness about law is essential for all citizens of a
democratic country. It is the need of the hour to include content
areas that ensure legal literacy. Various programmes involving Law
Clubs, Law Clinics etc. can be organized to create awareness of law.
Cyber Literacy
The misuse of ICT and related crimes are on the rise. Awareness
should be created among children on these activities. They should
be given a clear idea about the proper use of Internet, e-mail and
social networking sites. The curriculum should facilitate creating
awareness among children regarding the punishment for cyber
crimes and the ethics in the use of internet etc.
Media Literacy
Media exerts a great influence on our society. It is impossible even
to imagine a day without visual media. Visual media has
tremendous influence on children. Therefore, the content area of the
curriculum should contain various factors required to create critical
media literacy.
Perspective on Sustainable Development
The curriculum should spread the awareness that this earth exists
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not just for the benefit of mankind. An understanding regarding
the environmental challenges, human interventions which cause
harm to environment, and how nature can be protected from such
destructive activities etc. is the need of the hour. The curriculum
should also uphold the enquiry how environment and development
can go hand in hand and perspectives regarding sustainable
development and views. One of the aims of the curriculum is to
present perspectives on consistent development and create a
comprehensive awareness about environment.
Adolescent Education
The possibility of including content areas on adolescent education
should be explored with the help of child psychologists, health
workers, doctors and teachers. It is also important to address the
doubts of learners regarding health and hygiene in a scientific
manner.
Consumer Culture
Facts concerning the negative aspects of consumerism have to be
included in the curriculum. Consumer laws and our rights as
consumers should delt with in the curriculum.
Anti-drug and intoxicant attitude
We should realise the harmful effect of alcohol, drugs, tobacco and
other narcotics on the health of children. The future generation
should be saved from the evil tentacles of this menace. Pictures,
pamphlets and visuals on the physical and mental effects of drug
abuse, as examples, can be included in the content areas.
Gender Justice
The curriculum should ensure gender justice and gender equality.
Discrimination on the basis of gender should not be reflected in the
content areas. It is the responsibility of teachers to ensure gender
justice while carrying out learning activities.
Frugality
Children should be taught the basic lessons of frugality at the primary
level itself. Explain the importance and relevance of the habit of
frugality. Students can also be given practical training in frugality.
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Road Safety
Traffic rules and practical suggestions to avoid road accidents are
part of road safety. Children should develop the civic awareness
that the road is a public place and that everybody has the right to
use it. Activities related to road safety should also be given
importance.
Learning experiences in these areas should be incorporated naturally
in the transaction of the curriculum. While choosing the concepts of
various subjects and arranging learning activities, enough
consideration should be given. Knowledge, skill and attitude should
be stressed in the process of teaching learning process. It should
also be possible to perform continuous evaluation to find out
whether the objectives have been accomplished. Activities of
various clubs, SPC, NCC, Scouts and Guides, JRC, Vidya Rangam,
Kalasahithya Vedi, Gandhi Darshan etc., can be platforms to develop
values, attitudes and commitment.
Right Based Education
UNESCO had taken initiatives to decide on the rights of children
and spread them world wide. As a result of this, legislation has been
made in many countries to protect the rights of children. The Right
to Education Act passed in 2009 in India, is an important milestone
in this matter. The responsibility of protecting the rights of children
becomes the duty of adults. Right to Education can be divided into
three areas.
Participation
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Provision
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Protection
Participation
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My opinion is sought when decisions concerning me/ children
are taken.
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My interests are given priority when decisions are taken.
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I am given the opportunity to participate in activities which
are compatible with my ability and limitations.
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I am able to go through a learning process which is flexible
enough to nurture my abilities and overcome my limitations.
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My opinions are given due respect and value.
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My friends and I get active participation in the activities in
class.
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I get opportunities to display my talent and abilities.
Provision
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I get the service of teachers who have the required qualification
and who constantly update their knowledge.
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I get learning -experience in the prescribed time.
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I get a classroom ambience conducive to physical and
psychological growth.
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My teachers are able to make learning materials required for
learning activities available.
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I get materials and opportunities for the growth of art and
physical education.
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I also get career guidance for securing employment in future.
Protection
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I do not experience any kind of discrimination in or out of
school.
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I am not ignored by any one in any manner.
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I am not harassed either physically or mentally.
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I can interact with my teachers without any fear.
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Though I am a child, every one respects and values my privacy.
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I am convinced that I will be safe both at home and at school.
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My school lends me a helping hand to further strengthen and
empower me when I face physical and emotional problems.
If these are the rights of children, how far can I ensure these rights?
What steps should I take further to ensure these rights? Every teacher
should think about this.
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Mentoring
RTE considers the teacher as a 'mentor'. Mentoring has much
relevance and significance in the comprehensive school development
project.
The teacher - student relationship has undergone significant changes.
A teacher should function not as a person who distributes/ dispenses
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knowledge, but as a facilitator who co-ordinates the various
opportunities of students to gain knowledge.
In reality, school is a second home for the child and teachers are the
members of his/her family. A teacher should understand that all
children do not receive love, consideration, security, appreciation
and recognition etc., equally at home. The responsibility of a teacher
becomes complete only when he/she realises this and is able to
express these feelings accordingly to each child. Only then will a
school become a home.
Only when a teacher becomes a mentor and a facilitator who helps
gain learning outcomes, he/she will be a teacher of the new era.
When the teacher becomes a co-guardian, children get guidance,
advice, support and opportunity to improve. The teacher as mentor
should make interventions in the role of an experienced predecessor.
Assistance for awareness and counselling are part of this. An effective
mentor can bring out the hidden talents of a child.
Through mentoring:
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the teacher and the student enjoy proper learning experiences.
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the knowledge-area of the child and the teacher widens.
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the bond between the student and the school is strengthened.
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personality development and learning development of the
child are ensured.
collective thinking, decision- making and collective effort are
made possible.
the relationship between parents and school is strengthened
and an overall view of the learner's learning process is created.
the participation of the learner in arts and sports can be
assessed.
Mentoring has to be manifested as a process which caters to
personality development and interest in learning. It should also help
in continuous assessment. Notes related to mentoring experiences
should be recorded in the Cumulative Record. All the teachers in
the school should act as mentors of students. All learners should
get an experience of mentoring. The class may be divided into small
groups and different teachers can be given the responsibility of
evaluating the progress of each group.
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Code of Professional Ethics for School Teachers
1. Responsibility towards Students
The teacher;
1.1 Treats all students with love and affection.
1.2 Respects the value of being just and impartial to all students irrespective
of their caste, creed, religion, sex, economic status, disability, language
and place of birth.
1.3 Facilitates students' physical, social, intellectual, emotional, and moral
development.
1.4 Respects basic human dignity of the child in all aspects of school life.
1.5 Makes planned and systematic efforts to facilitate the child to actualise
his/her potential and talent.
1.6 Transacts the curriculum in conformity with the values enshrined in
the Constitution of India.
1.7 Adapts his/her teaching to the individual needs of students.
1.8 Maintains the confidentiality of the information concerning students
and dispenses such information only to those who are legitimately
entitled to it.
1.9 A teacher refrains from subjecting any child to trauma, fear, anxiety,
physical punishment, sexual abuse and emotional and mental
harassment.
1.10. Protects a child from all forms of sexual abuse.
2. Obligations towards parents, community and society
A teacher;
2.1
2.2
2.3
2.4
3.
20
Establishes a relationship of trust with parents/guardians in the interest
of the all round development of students.
Desists from doing anything which is derogatory to the respect of the
child or his/her parents /guardians.
Strives to develop respect for the composite culture of India among
students.
Keeps the country top most in mind, refrains from taking part in such
activities as spreading feelings of hatred or enmity among different
communities, religious or linguistic groups.
Obligations towards the profession of teaching and towards
colleagues:
Teacher Text-French
A teacher:
3.1 Strives for continuous professional development.
3.2 Creates a culture that encourages purposeful collaboration and dialogue
among colleagues and stake holders.
3.3 Takes pride in the teaching profession and treats other members of the
profession with respect and dignity
3.4 Refrains from engaging himself/herself in private tuition or private
teaching activity.
3.5 Refrains from accepting any gift, or favour that might impair or appear
to influence professional decisions or actions.
3.6 Refrains from making unsubstantiated allegations against colleagues
or higher authorities.
3.7 Avoids making derogatory comments about colleagues, especially in
the presence of pupils, parents or colleagues.
3.8 Respects the professional standing and opinions of his/her colleagues
3.9 A teacher maintains confidentiality of information regarding colleagues
and dispenses such information only when authorized to do so.
Teacher Planner
Teacher planner is a record of daily teaching planning. The teacher
should develop the process page by carrying out the activities given
in the teacher text and text book with the aim of achieving learning
outcomes. However, these activities should be done in a flexible
manner, adopting techniques suitable for the students of her class.
The process page should contain planning that includes assessment
along with learning activities. Information obtained through
continuous assessment should also be included on the feedback
page.
A teacher planner should contain learning activities conducive for
precise and meaningful concept- formation. The teacher should
prepare a reflection note based on the information gathered through
learning activities and assessment implemented in a week. It should
be discussed in SRG/ Subject Council. Further planning notes
should be made by the teacher based on these notes.
The format of a teacher planner is given below.
Teacher Text-French
21
Teacher Planner
22
Name of the unit/ lesson
:
Date
:
Expected time
:
Learning outcomes
:
Concepts / Ideas
:
Skills
:
Language elements
(only for language )
:
Discourses
(only for language )
:
Values, Attitudes
:
Learning aids
:
Expected Products
:
Process Page
Assessment Page
Process containing activities
and assessment.
Assessment details should be
included here.
Teacher Text-French
Reflections
My findings, realisations
(Based on the ideas obtained through the assessment of learning
activities)




Extended Activities and Remedial Measures - Hints




Teacher Text-French
23
Assessment Approach
Learning is a natural and continuous process. For effective learning,
learning experiences should be based on specific objectives and
centred on learning outcomes. Teachers and learners should be
aware of the concepts and skills to be acquired through learning.
Learning strategies should be planned according to the learning
outcomes associated with each lesson. They should be linked to
real life situations and presented to the learners.
How far are the acquired concepts and skills sufficient in ensuring
learning outcomes? How many learners are yet to acquire the
learning outcomes? What are the extended activities to be provided?
How can they be provided? These should be the concerns of teachers
as part of assessment.
Assessment of Learning is the process of assessing the learning
outcomes acquired after the transaction of a unit. The proficiency of
the learner and his level of excellence are evaluated here. This is
just one phase of assessment.
There is also a process of correction which involves a critical self
analysis of the concepts and awareness gathered through learning
and internalizing the changes. This can be considered as selfassessment. Thus, learning takes place through self-assessment. This
can be called Assessment as Learning. The learner becomes aware
of how to learn more effectively (Learning to Learn) through this.
Assessment for learning and assessment as learning should be
intensely emphasised to make learning more effective. The approach
which gives importance to assessment process for making learning
more effective must be adopted.
Continuous and Comprehensive Evaluation (CCE)
Learning is a continuous process taking place in the learner. Hence,
the assessment process to examine the concepts and skills acquired
should also be continuous. By comprehensive assessment, we mean
the assessment of the learner in cognitive as well as socio-emotional
areas. Hence, we have adopted a continuous and comprehensive
evaluation system.
24
Teacher Text-French
CCE Areas
CCE is carried out in two areas;
1.
Cognitive area
2.
Socio - emotional area
Assessment regarding development in cognitive domain
The subjects taught at higher secondary level like Language, Science
Humanities, Commerce, Health and Physical Education come under
cognitive area. Learning outcomes acquired in each subject should
be evaluated. Two types of evaluation are suggested here.
1.
2.
Continuous Evaluation (CE)
Term Evaluation (TE)
Continuous Evaluation (CE)
Three types of CE are suggested.
1.
Learning Process assessment
2.
Portfolio Assessment
3.
Unit based assessment
1. Learning Process Assessment
Both the teacher and the learner plan various activities to acquire
learning outcomes. The teacher has evaluated various factors like
the participation of the learner in the learning process, excellence of
the learner in performance and presentation, creativity of the learner,
acquisition of desired skills etc. The indicators given below can be
used for evaluation.
1.
Participation in activity
2.
Conceptual understanding
3.
Acquisition of skills
4.
Performance / Presentation
5.
Recording / Preparation
When the process -assessment is carried out, the assessment done
should be based on each indicator. For example, when evaluation
for the indicator 'participation in activity' is done, the learners should
be categorized as excellent, good, average and those who need
improvement. This has to be recorded in the page for assessment in
Teacher Text-French
25
Teacher Planner. All learners have to be assessed and recorded with
reference to each indicator in every term.
Opportunity for self-assessment, peer assessment and teacherassessment should be given in process-assessment.
Activity log
Activity log is an important document required for the assessment
of the cognitive area. It helps to complete various activities according
to learning processes. The creativity of the learner, thought
processes, language skills, socio- emotional domain etc are reflected
in the activity log. An activity log should contain details like the
various strategies adopted for the transaction of lesson. The
additional information given by teachers to strengthen the learning
process too can be recorded in the activity log.
2. Portfolio Assessment
Portfolio is the collection of all products formed during the various
stages of learning activities. It has the duty to give a learner, parents
and the teacher feedback regarding learning.
The following should be included in a portfolio.
o
Activity log
o
Other learning documents, pictures, collections, writings,
learning materials, creations made through ICT etc.
o
Creative works
o
Work sheets
The following indicators can be used for portfolio assessment.
o Clarity of concept
o Attainment of concepts
o Appropriate design
o Completion
o Originality
Method to calculate scores of learning process and portfolio
It is not necessary to record the score of all students calculated using
indicators given for each activity. Performance of an entire term
should be evaluated using the indicators. The notes in teacher
planner, records in activity log etc should be consolidated at the
26
Teacher Text-French
end of each term and learners should be categorised on the basis of
their participation as Excellent, Good, Average, and Need
improvement and 4/3/2/1 scores should be given accordingly. All
five indicators have to be considered and score should be given for
each indicator. The maximum score can be calculated as 20.
3. Unit based Assessment
In a unit, activities for various learning outcomes are distributed in
an inter-related manner. This is comprehensive in nature. While
assessing a unit, this comprehensiveness (considering all the
learning outcomes) is assessed. Oral assessment, quiz programme,
open book assessment, preparation of questions, identifying the
indicators and assessment of creative writing can be considered for
unit assessment. Rating scale and check list to measure the
achievement of a learner in a particular unit can be used. Unit
assessment should take place naturally along with learning.
For unit assessment, points have to be awarded on the basis of
indicators and converted to grades. These grades have to be recorded
in the prescribed format. As there is more than one assessment in a
term, the average of the assessment of all the units has to be recorded
at the end of the term. Teacher has to prepare indicators suitable for
the tools used in assessment.
Open Book Assessment
An “open book assessment” is one in which examinees are allowed
to consult their class notes, textbooks, and other approved materials
while answering questions. It is ideally suited to programmes that
especially aim at developing the skills of critical and creative
thinking. The open material may take one of the main forms; a
textbook or alternative reference materials, or the students’ own
notes. The types of material allowable must be made explicit to all
students in advance of the assessment. Open-book assessments often
comprise tasks based on a problem or argument to which the student
is then required to respond, employing their knowledge of the
subject and making use of the reference material as appropriate.
Unit based assessment can be done in the form of open book
assessment. It can be given after completing the unit, integrating all
the learning outcomes. This assessment can be given for individual
attempt first. Then the same can be allowed to be discussed in
groups. Thus learning can be ensured in every learner.
Teacher Text-French
27
Advantages of open-book Assessment
They assess not only students’ capacity to construct a coherent
response to the assessment task, but also require a
demonstration of their ability to use resource material
effectively.

By allowing students access to relevant reference material,
open-book assessments reduce the need to memorise
information, and can therefore allow students to concentrate
on demonstrating their ability to understand and apply this
information to the question.

By providing students with reference material prior to the
assessment, it may give them greater confidence when taking
these assessments and therefore produce a more accurate
account of their achievements.

Students can use revision time more constructively, focusing
on reinforcing their understanding of the subject rather than
attempting to memorise information.

Home assignments and other learning experiences already
prepare the students to solve problems with the assistance of
external resources, so open-book assessments are quite natural
in nature.
Preparing for an Open Book Assessment

Read the chapters ahead of time. Don’t expect to find quick
answers during the assessment.

Know where to find everything. Observe the concepts and make
your own outline. This reinforces the structure of the content
in your mind.

Mark all important terms with sticky notes and flags. If the
teacher allows it, mark your texts wherever you notice
important concepts and terms.



28
Review notes for themes. Your teacher’s comments usually
provide an overview of the themes and concepts that appear
on assessment. You won’t always get this by reviewing the
book alone.
Make your own notes if allowed, and write down important
formulas or concepts that you’ve covered in class.
Teacher Text-French
Method of calculating CE
The maximum score for learning process, portfolio and unit based
assessment will be 20 each in every subject. Term level recording
can be done calculating the average of them. To consolidate these
marks, the format given in Annexure - 1 can be used.
Term Evaluation (TE)
It is essential to assess the learning outcomes achieved through
learning activities by each learner at the end of every term. The
assessment of languages should be made considering areas like
discourses, language elements, language skills based on the learning
outcomes in the units considered in each term. Question models
can contain various questions which stress the content areas and
skills. For other subjects, assessment should be done based on the
content- area of units considered in the term. Questions to assess
skills and ideas which lay stress on learning outcomes can be
prepared.
The question paper should be prepared after first preparing a design
and then a blue print of question paper giving proper weights to
units and learning outcomes, various thinking skills and different
form of questions. Suitable scoring key and marking scheme should
be prepared for each question and assessment should be done based
on this scheme. Question-wise analysis should be prepared to
review whether the questions are in accordance with the blue print
and necessary editing should be done in the questions.
Details of thinking skills
Thinking skills are the mental processes that we apply when we
seek to make sense of experiences. While setting the question paper,
due weight should be given to the thinking skills, so as to ensure
meaningful learning in every learner. Coverage of the range of skills
has to be ensured in the question paper which expects the learners
to respond within a stipulated period of time of assessment, keeping
in view the difficulty level.
According to Anderson and Krathwohl (‘A Taxonomy for Learning,
Teaching and Assessing – Revised Blooms taxonomy’) the range of
categories, specific thinking skills/processes with its alternative
processes/terms is given as follows;
Teacher Text-French
29
CATEGORY/
PROCESSES
1.
Remember
1.1. Recognising
1.2. Recalling
2. Understand
2.1. Interpreting
2.2. Exemplifying
2.3. Classifying
2.4. Summarising
2.5. Inferring
2.6. Comparing
2.7. Explaining
3. Apply
3.1. Executing
30
ALTERNATIVE TERMS
Retrieve relevant knowledge from long-term
memory
identifying- (e.g. Recognize the dates of important
events in Indian history)
retrieving - (e.g. Recall the major exports of India)
Construct meaning from instructional messages,
including oral, written and graphic information
clarifying, paraphrasing, representing, translating (e.g.
Write an equation [using B for the number of boys
and G for the number of girls] that corresponds to
the statement ‘There are twice as many boys as girls
in this class’)
illustrating, substantiating (e.g. Locate an inorganic
compound and tell why it is inorganic)
categorizing, subsuming (e.g. Classify the given
transactions to be recorded in Purchase returns book
and Sales returns book)
abstracting, generalizing (e.g. Students are asked to
read an untitled passage and then write an appropriate
title.)
concluding, extrapolating, interpolating, predicting
(e.g. a student may be given three physics problems,
two involving one principle and another involving a
different principle can be asked to state the underlying
principle or concept the student is uses to arrive at
the correct answer.)
contrasting, mapping, matching (e.g. Compare
historical events to contemporary situations)
constructing models (e.g. the students who have
studied Ohm’s law are asked to explain what happens
to the rate of the current when a second battery is
added to a circuit.)
Carry out or use a procedure in a given situation
Carrying out (e.g. Prepare Trading and Profit and loss
Account from the Trial Balance given to and find
out the net profit.)
Teacher Text-French
3.2. Implementing
4.
Analyse
4.1. Differentiating
4.2. Organising
4.3. Attributing
5.
Evaluate
5.1. Checking
5.2. Critiquing
6.
Create
6.1. Generating
6.2. Planning
6.3. Producing
using (e.g. Select the appropriate given situation
where Newton’s Second Law can be used)
Break material into its constituent parts and
determin how the parts relate to one another and
to an overall structure or purpose
discriminating, distinguishing, focusing, selecting (e.g.
distinguish between relevant and irrelevant numbers
in a mathematical word problem)
finding coherence, integrating, outlining, parsing,
structuring (e.g. the students are asked to write
graphic hierarchies which best corresponds to the
organisation of a presented passage.)
deconstructing (e.g. determine the point of view of
the author of an essay in terms of his or her ethical
perspective)
Make judgements based on criteria and
standards
coordinating, detecting, monitoring, testing (e.g. after
reading a report of a chemistry experiment, determine
whether or not the conclusion follows from the results
of the experiment.)
judging (e.g. Judge which of the two methods is the
best way to solve a given problem)
Put elements together to form a coherent or
functional whole; reorganize elements into a new
pattern or structure
hypothesizing (e.g. suggest as many ways as you can
to assure that everyone has adequate medical
insurance)
designing (e.g. design social intervention programmes
for overcoming excessive consumerism)
constructing (e.g. the students are asked to write a
short story based on some specifications)
Health - Physical Education - Assessment Method
Health - physical education will be considered as a cognitive area
from 2014-15 academic year. During the adolescent stage, the
physical and mental development of a child strengthens further. The
Teacher Text-French
31
learners should be given the opportunity to get a proper awareness
of health habits and the need to engage in physical activities. A
performance assessment of the health - physical education is
suggested. Details regarding this are given in the higher secondary
level source book.
Assessment in Socio - Emotional Area
Assessment of social and emotional areas is as important as that of
cognitive areas. Skills relating to Learning to know, Learning to do,
Learning to live together and Learning to be should be considered
here. The assessment of social and emotional areas should consider
the following skills.
1.
Communication skills
2.
Interpersonal skills
3.
Empathy
4.
Coping with emotions
5.
Coping with stress
6.
Problem solving skills
7.
Decision making
8.
Critical thinking
9.
Creative thinking skills
10. Self- awareness
The assessment should be carried out by teachers handling various
subjects in cognitive areas. This assessment should be carried out
as part of the learning process assessment in each subject. Along
with the assessment of process skills, the assessment of related values
and attitudes too should be done.
The skills in the socio - emotional area that can be beneficial for the
proficiency of the learner should be identified and marked. The skills
beneficial to each learner should be encouraged. The teacher can
record these proficiencies in the Teacher Planner and the
consolidated information in Annexure - 2.
Artistic, Social, Cultural and Vocational Proficiencies
To ensure the all-round development of a learner at the higher
secondary level, not only appreciative, creative and artistic skills
should be encouraged but an attitude towards undertaking socialcultural services should be inculcated. Every learner should get an
32
Teacher Text-French
opportunity at least once in a month to participate in such activities.
Higher Secondary Youth Festival, Career Guidance, Social Extension
activities, National Service Scheme, N.C.C and various clubs should
be made use of towards this effect.
All students at the higher secondary level should participate in
atleast one of these activities. The proficiency of the learner in
participating can be given a special grade certificate.
For Excellence in activity
Good
Satisfactory
Participation
-
A grade
B grade
C grade
D grade
Assessment - Annual Consolidation
The annual overall score of CE is the best score obtained by the
learner in 3 terms. This can be entered in the column titled 'Final
Score' in the format given in Annexure - 2. It is the total CE score of
the learner in each subject. Now find the TE of each subject and find
the total score adding CE and TE. This is the total score of a learner
in one subject. In the case of subjects with practicals, the final score
is calculated by including the score for practicals too.
Grading Scheme
Higher Secondary level employs grading system to assess subjects
in cognitive area. 9 Point Absolute Grading is used for this.
The table given below can be used for this.
Score Percentage
Grade
90-100
A+
80-89
A
70-79
B+
60-69
B
50-59
C+
40-49
C
30-39
D+
20-29
D
Below 20
E
To be eligible for higher studies, the learner in the higher secondary
should get a minimum of D+ (30-39 %) for each subject in the
combined score of CE +TE (Public exam). In addition, he should
score a minimum of D+ for TE too.
Teacher Text-French
33
The formats for assessment are given as Annexure I and II.
Assessment
Approach: An approach that focuses learning outcomes
CCE
Cognitive Area
Continuous Assessment
Socio - Emotional Area
Term Assessment
Theory
$ Assessment of
learning process.
$ Assessment of
Portfolio.
$ Assessment at Unit
level.
34
Practical
$ Lays stress on
ideas, processes
and learning
outcomes.
1
2
3
4
5
6
7
8
9
10
Communication skills
Interpersonal skills
Empathy
Coping with emotions
Coping with Stress
Problem solving skills
Decision making
Critical thinking
Creative thinking skills
Self-awareness
Teacher Text-French
Teacher Text-French
35
vite !
Remettez-vous
Leçon -4
Leçon -3
Quoi de neuf!
électronique
Le Courrier
Leçon-2
avion
Leçon - 1
Un voyage en
Leçons
Unité -1
Unit II
L'ordinateur
Le bureau
L'Internet
L'avion
L'aéroport
VOCABULAIRE
CULTURELS
COMMUNICATIFS
-Exprimer les
évènements du passé.
-L'adverbe - son usage
La fable Boucles d'or et les
Trois Ours
-Raconter
les Le poème <Déjeuner
évènements qui sont en du Matin> écrit par
train d'arriver, vont Jacques Prévert
arriver ou viennent
d'arriver.
-Faire ou annuler une
réservation.
Exprimer la durée de
l'action.
ELEMENTS
ASPECTS
-Pronoms Complément d'objet La maladie
La blessure
indirect
L'hôpital
- La Négation
-employer
les
compléments d'objets
indirects
-Répondre négativement
aux questions
Un extrait de la pièce
de théâtre de Jules
Romain<Knock>
instruments -Employer
les Autobiographie de
-Pronoms Compléments d' Les
musicaux
compléments d'objets François Mauriac
objets directs
Le concert
directs.
-Conjonction
-Donner des conseils en
se servant des pronoms.
Imparfait
Adverbe
-Passé récent
-Futur Proche
-Présent progressif
La durée Son expression
CONCEPT
SYLLABUS
36
Teacher Text-French
Malabar
Leçon-6
Mahé - Paris de
françaises en
Inde
Les Traces
LLeçon-5
Le comparatif
Le superlatif
L'opposition
Les pronoms : en et y.
Les pronoms relatifs
Expression de la restriction
L'architecture
Les bâtiments
Le paysage
VOCABULAIRE
Leçons
CONCEPT
SYLLABUS
Unité -III
CULTURELS
COMMUNICATIFS
-apprendre le comparatif
et le superlatif
-Exprimer l'opposition et
la restriction dans la
langue
Le journalisme en
France
Un article de
<Libération>
Emploi des pronoms - y La bande dessinée Astérix Le Gaulois
et en.
ELEMENTS
ASPECTS
SCHEME OF WORK
Mois
Unité- Leçon
Activités
Période
Une révision de la langue • Lecture
• Ecouter
française.
• Discuter
Unité - 1 La communication • Dialogue, Projet
• Discuter
Un Voyage en avion
20
Août
Unité - 1 La communication • Raconter des
événements passés
Le Courrier électronique
• Décrire
18
Septembre
Unité - 2
Un Rendez-vous
Quoi de neuf ?
Dialogue
Raconter
Jouer le scène
Unité - 2
Un Rendez-vous
Remettez- Vous vite !
Décrire
Lecture
Dialogue
20
Novembre
Lecture
Unité - 3
Discuter
Nous et les Français
Les Traces françaises en Inde
20
Décembre
Unité - 3
Nous et les Français
Mahé- Paris de Malabar
Juin
Juillet
Octobre
Janvier
Unité 1-3
Teacher Text-French
Projet
Raconter
Révision
21
18
15
12
37
High
ec
ar
he r T
igheer SSec
ecoond
ndar
aryy - T
Teeac
ach
Teext F
Frre nch
Unit
1
Leçon - 1
La Communication
Introduction
WITH THE INTRODUCTION OF GLOBALIZATION, WE WITNESS THE EMERGENCE OF
MULTINATIONAL COMPANIES ALL OVER THE WORLD. THIS MAKES IT IMPERATIVE
TO MASTER INTERNATIONAL LANGUAGES. HERE LIES THE NECESSITY TO CREATE
AN AWARENESS AMONG THE LEARNERS ABOUT JOURNEY BY PLANE AND THE USE
OF MODERN COMMUNICATIVE TECHNIQUES.
Total Periods - 41
Learning Materials : Paroles – Recueil de poèmes de Jacques Prévert
: Les Fables-Jean de la Fontaine
ICT- www.slidshare.net
www.frenchtoday.com .
Evaluation: Individual evaluation, Peer evaluation, Teacher Evaluation
38
Teacher Text-French
High
ond
y o-nd
T
eac
reac
T
crhench
igheer SSec
eco
ndar
ary
Tear
ach
Tehexert T
Hec
igh
erar
SSec
ec
y h- eT
eFr
xrtenF
ighe
eco
ndar
ary
Te
ach
TeF
Fr
Process/Activity
with assessment
Concepts/
Ideas
• Creative use of Discusses and practices dialogues.
language : Narration of recent
past, immediate
future and present
progressive actions
• French poetry:
Introduction, comprehension and
appreciation
Learning
outcome
Narration of events.
Narrates the incidents
in all the three tenses.
The audio version of the poem : "Dejeuner
du Matin" is played in class.
Discussions are conducted with focus on
language aspects and musical quality.
Learners read the poem, answer the
questions or share the answers in groups.
Recites the poem
Identifies and appreciates the different aspects of the poem.
Prepares a short poem
of his/her own.
Learner identifies the need for imparfait to Frames sentences in
Formation and use express continuous or repeated past action imparfait in appropriDifferentiates the use of passé composé and ate context
imparfait
• L'imparfait :
• Formation of ad- Creates sentences wherein adverbs are Describes events us-
ing adverbs.
verbs and their used
position in french
sentences.
• ICT integration Gets acquainted with the use of e-mail in Prepares and sends
short e-mails and also
• Messages
french.
replies.
• E-mail
Discussions are conducted with focus on the Narrates past events
• La fable
moral lesson of the fable.
using imparfait and
• Boucle D'Or et Learners read the fable, answer the passé compose in aples Trois Ours
questions or share the answers in groups.
Teacher Text-French
propriate context.
Tells simple stories in
French language.
39
High
ec
ar
he r T
igheer SSec
ecoond
ndar
aryy - T
Teeac
ach
Teext F
Frre nch
Indicators
Process:
Participation
Quality of language
Narration of past events
Messages in the language.
Portfolio:
Comprehensiveness
Narration of story
Le courrier électronique
Chère Mireille,
Je viens de rentrer chez moi. Le stage à Paris était excellent.
Il y avait de partout beaucoup de participants, de l’Inde, de la Suisse, du
Canada……..C’était un stage de cinq jours. J’ai eu de la chance de rencontrer
plusieurs experts dans le domaine de biotechnologie.
Paris est vraiment la ville des rêves ! J’ai visité la Tour Eiffel, les ChampsÉlysées, le Centre Pompidou, Le Musée du Louvre,….Je suis allé voir aussi le
Palais Royal de Versailles. J’ai bien aimé les librairies de Saint-Germain des
Prés et les grands magasins célèbres de Paris :”Carrefour”, “Picard”,
“Franprix”, “Monoprix”…… Je te raconterai davantage quand on se rencontre
au restaurant « Archange » le weekend prochain.
A samedi,
Mya
40
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Quelques Activités ( Some CE and TE questions)
Activité – 1 (CE) (LO :1.5)
A l’aide des mots et des expressions données racontez une histoire !
Un renard - faire la chasse - ne pas trouver à manger - faim et soif - un
vignoble - voir des grappes noirs - vouloir manger - sauter - cueillir les
grappes - ne pas pouvoir - essayer plusieurs fois - impossible - hautes Hélas - très acides.
Activité -2 (CE) ( LO :1.3)
Avec votre partenaire, vous allez recevoir une photo par le photographe
Raghubir Singh. Imaginez le passé récent, le présent continu et le futur
proche de la photo. Utilisez ces expressions et parlez pendant deux minutes.
Activité - 3
1)
Lisez l’extrait suivant et répondez aux questions (LO :1.7)
A)
a)
b)
Il a mis le café
Avec la petite cuillère
Dans la tasse
Il a tourné
Il a mis le lait
Il a bu le café au lait
Dans la tasse de café
Et il a reposé la tasse
Il a mis le sucre
Sans me parler….
Dans le café au lait
.. Sans me regarder
Qu’est –ce qu’il a mis dans la tasse ?
Est-ce qu’il a bu le café noir ?
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c)
d)
Avec quoi a-t-il tourné ?
Nommez deux sortes de boissons.
(1)
(1)
- Choisissez la bonne réponse :
e) Il a tourné …………(le lait/ le café au lait/ le café)
f) Le contraire de « sans » est……. (dans/avec)
(1)
(1)
-Complétez :
g) Il a ……….le lait sans me parler.
h) Après avoir fait le devoir, j’ai ………le cahier sur la table.
(1)
(1)
B) ‘Un jour, Maman Ours a préparé une grande marmite de porridge
délicieux. Le porridge était trop chaud pour manger. Alors les ours
ont décidé d’aller se promener avant de prendre le petit déjeuner.
Près de la forêt vivait une petite fille appelée Boucles d’or. Elle n’était
pas une petite fille très sage. Ce matin elle jouait dans le petit jardin………..
a)
Qu’est-ce que Mama Ours a préparé ?
(1)
b)
Comment était le porridge ?
(1)
c)
Les Ours ont décidé d’aller se promener. Pourquoi ?
(1)
d)
Où est-ce que Boucles d’Or vivait ?
(1)
-Choisissez la bonne réponse et répondez :
e)
f)
Je ne sors pas car il fait ……..( sage/ chaud/matin)
Le biriyani était…………(grande/délicieux/petite)
(1)
(1)
-Remplissez le tiret avec les mots convenables de l’extrait
g)
h)
Elle aime………….. chaque soir.
Devant la classe, nous avons un…………
(1)
(1)
iii) Il était une fois.......... délicieux porridge.
a) Qu’est-ce que maman ours a préparé un jour?
b) Les Ours, pourquoi vont-ils se promener?
c) Boucles d’Or, qu’est-ce qu’elle faisait ce matin-là?
d) Décrivez Boucles d’or.
- Trouvez de l’extrait:
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(1)
(1)
(1)
(1)
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e) Deux verbes au passé composé.
(1)
f) Contraire de l’adjectif ‘petite’.
(1)
- Choisissez:
g) Boucles d’or vivait près de la ________ (montagne/forêt/maison) (1)
h) Ils se promènent avant de prendre le (déjeuner/diner/petit-déjeuner)
(1)
Activité - 4
Traduisez le proverbe en anglais et expliquez : (LO :1.6 , 1.7)
1)
‘Après la pluie le beau temps’ – ‘There are better days ahead’
Dans notre vie, nous avons le bonheur et le malheur. La joie suit la tristesse.
Il n’y a pas de roses sans épines. Donc le proverbe, ‘Après la pluie le beau
temps’.
2)
‘C’est dans le besoin qu’on reconnaît ses vrais amis’ – ‘A friend in
need is a friend indeed.
Nous avons beaucoup d’amis. Mais quand nous avons des problèmes,
quelques amis nous aident. Ce sont de vrais amis.
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MODEL QUESTION PAPER (based on Unité -1)
Scores: 80
Section: A- (Compréhension et Traduction)
1)
Lisez l’extrait et répondez aux questions :
(8)
Il s’est levé
Il a mis
Son chapeau sur sa tête
Il a mis son manteau de pluie
Parce qu’il pleuvait
Et il est parti
Sous la pluie
Sans une parole
Sans me regarder
Et moi j’ai pris
Ma tête dans ma main
Et j’ai pleuré.
-Répondez
a) Pourquoi a-t-il mis son manteau de pluie ?
(1)
b) Est-ce qu’il a parlé au poète ?
(1)
-Complétez
c) Les infinitifs de deux verbes au passé composé sont——et———
(2)
d) Les deux parties du corps sont———et———
-Choisissez la bonne réponse
e) Le contraire de <Avec> est……..(sous/sans)
f) Il était triste. Donc il a ……….(pris/pleuré)
(2)
(1)
(1)
2 Traduisez en anglais :
M. Barrier
44
: Allô ! Je voudrais aller à Grenoble le 3 juin. Est-ce qu’il y a
un vol le matin ?
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La Secrétaire : Un instant, s’il vous plait ! Voyons ! …….Ah Oui ! Il y a un
vol à 7h et un autre a 11 h.
M. Barrier
: Ben, alors…. Je préfère le premier.
La Secrétaire : Quelle classe ? Economie ?
M. Barrier
: Non la lasse commerciale. Réservez une place, s’il vous
plait !
La Secrétaire : A Quel nom ?
M. Barrier
: Antoine Barrier, 27 ans.
(8)
3) Traduisez en français deux dialogues :
a) How do you wish to pay ? By cheque or by cash?
I shall pay by credit card.
b) Till when will they stay at Yanam?
They will stay till next week.
c) Did you visit London?
Yes I stayed there for five days.
d) Is your telephone working?
Yes when I entered the house, the telephone was ringing.
(8)
Section-B (Expression Ecrite)
4) Répondez aux quatre questions (5x4 :20)
a)
Vous allez passer le weekend à la plage. Invitez votre ami/amie.
b)
Vous venez de rentrer d’un voyage. Ecrivez votre journal.
c)
Vous désirez aller à Thiruvananthapuram. Vous téléphonez à la
gare. Préparez le dialogue entre vous et l’employé.
d)
Demain il ya une soirée chez votre cousin. Vous n’êtes pas libre.
Ecrivez un message d’excuse.
e)
Traduisez le proverbe en anglais et expliquez
<C’est dans le besoin qu’on reconnaît ses vrais amis >
f)
Ecrivez un petit conte que vous avez lu
g)
Imaginez que vous êtes le professeur d’informatique ! Donnez
quelques conseils à vos étudiants !
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Section –C (Eléments de la langue) (20)
5)
Mettez les verbes à l’imparfait :
a)
J’ (être) petit, j’ (avoir) les cheveux blonds.
b)
A l’école, nous (étudier) trois langues.
c)
Tu ne (prendre) pas de soupe.
(4)
6) Mettez les verbes au passé récent :
a) Je (boire) de l’eau. b) François (recevoir) une lettre
c) Pierre et ses amis (arriver) à la gare. d)Tu (s’arrêter) devant le magasin.
(4)
7) Complétez avec les adverbes correspondant aux adjectifs:
a) Elle a une voix douce ; Elle chante…..
b) Vous êtes gentil ; Vous parlez…….
c) Nous sommes heureux ; Nous dansons…..
d) Il est prudent ; Il marche……..
(4)
8) Ecrivez le masculin des adjectifs correspondant aux adverbes suivants:
a) Malheureusement
c) régulièrement
b) rapidement
d) amicalement
(4)
9) Mettez les verbes au passé composé ou à l’imparfait :
C’(être) le 14 juillet. Quand Gérard (voir) Armelle, il (tomber) amoureux
d’elle. Elle (être) adorable dans sa robe à fleurs.
(4)
Section -D (Eléments Textuels)
10) Répondez à quatre questions :
a)
Comment passiez-vous vos vacances ?
b)
Dans l’histoire <Boucles d’or et les trois ours> quel personnage
aimez-vous ? Pourquoi ?
c)
Qui a écrit le poème <Déjeuner du matin>
d)
Depuis combien de temps étudiez-vous le français ?
e)
Comment as-tu passé le week-end ?
(8)
11) Reliez :
L’hôtesse d’air - le site web
L’internet
- l’écran
L’ordinateur
- Prévert
Paroles
- L’avion
(4)
12) Remplissez les tirets avec les expressions justes :
a)
Elle est revenue ————trois mois. (il ya/ depuis)
b)
Dans —————nous allons partir. (un instant/trois ans)
c)
Elles —— des courses chaque jour (ont fait/faisaient)
d)
Yesudas chante————— (mélodieux/mélodieusement) (4)
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Unit
2
Leçon - 2
Un rendez-vous
Introduction
IN THE MODERN WORLD, PEOPLE ARE SUBJECTED TO VARIOUS TYPES OF DISEASES
AT A VERY EARLY AGE ITSELF AS PART OF THE JUNK FOOD, POLLUTION OF AIR,
WATER AND SOIL. EVEN CHILDREN ARE NOT EXEMPTION TO THIS. THE USE OF
ALCOHOLIC DRINKS AND DRUGS HAS BECOME COMMON. THIS IS AN ATTEMPT TO
MAKE THEM AWARE OF THE DIRE CONSEQUENCES OF SUCH UNDESIRABLE HABITS
WHICH WILL ULTIMATELY LEAD TO VARIOUS TYPES OF DISEASES. AT THE SAME
TIME WE CAN SEE CHILDREN SPENDING THEIR LEISURE TIME FRUITFULLY BY READING
BOOKS, ENJOYING MUSIC ETC
Total Periods - 36
Learning Materials: Un œuvre littéraire autobiographique de François
Mauriac
Un extrait de pièce de théâtre de Jules Romain- ‘Knock’
ICT- www.bonjourdefrance.com
Evaluation: Individual evaluation, Peer evaluation, Teacher Evaluation
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Concepts/
Ideas
• Pronoms
complément
d'objet direct et
indirect.
Process/Activity
with assessment
Learning
outcome
After the presentation of
Applies the use of the
Pronouns the learners -read the input in the pronouns in oral and
text and pick out the instances where in written language
pronouns are used.
-frames their own sentences using pronouns
• Loisirs - How the -Prepare a write-up about their vacation Expresses their tastes
andPreferences
people of today plans.
spend their free -Discussions: They evaluate the life style of
time, their tastes.. today's society
-Gets acquainted with
• Bloc-Notes Teacher gives an introduction about the the Influence of mod• Autobiographie author and the work.
de
Discussion: Etes-vous d'accord avec
• François Mauriac l'opinion de l'écrivain à propos des
américains ?
ern America in the life
of the French people.
prepares their autobiography
With the help of visuals, -learners are made -Gets
awareness
• La Santé - La aware of the hospital facilities offered to about various dispeople in France.
eases.
maladie
-Learners are asked to list out different
diseases
They are capable of
• La Négation-Dif- Dialogues based on situations are practiced
ferent negative using the different negative forms.
forms are introduced
Teacher gives a brief introduction about the
• Knock - Le role of drama in french literature.
Triomphe de la Through ICT the extract or the whole drama
Médecine
- is presented before the learners
L'extrait (L'Actedeux scène-4) de
la pièce de Jules
Romains
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creating negative sentences based on different situations.
Learners enjoy the
beauty of the drama
and are capable in preparing a small skit or
comedy
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Indicators
Process:
Participation
Quality of language
Use of pronouns in conversation
Portfolio:
Comprehensiveness
Preparation of skit
Quelques Activités ( Some CE and TE questions)
Activité -1 (L.O – 2.3)
Imaginez que vous êtes le directeur de votre école ! En se servant des
pronoms faites cinq projets pour améliorer les conditions de votre école.
Activité – 2 (CE) (L.O – 2.2)
Lisez l’extrait de ce poème ! Faites deux poèmes à l’aide des indications
données
a) Remplacez <te> par< les> b)Remplacez <je> par <nous> et <te>
par <vous>
J’ai regardé devant moi
Dans la foule je t’ai vue
Parmi les blés, je t’ai vue
Sous un arbre je t’ai vue
L’été l’hiver je t’ai vue
Dans ma maison je t’ai vue
Entre mes bras je t’ai vue
Dans mes rêves je t’ai vue …….
Activité – 3 (L.O -2.6)
Lisez l’extrait et répondez aux questions :
1)
J’admire certes le grand peuple américain ; mais ce peuple, par
bien des aspects de son génie, m’est plus étranger qu’aucun autre.
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Je ne l’ai jamais visité. A quoi bon ? Lui, il a fait beaucoup plus
que nous visiter : il nous a transformés. Le rythme de notre vie
quotidienne est accordé au sien. Sa musique orchestre nos
journées par des millions de disques. J’en conviens Le monde
n’eut guère connu de progrès s’il n’avait été peuplé que d’esprits
de ma race.
-Répondez :
a)
L’auteur, qui admire-t-il ? Et pourquoi ?
(1)
b)
Selon Mauriac, le peuple américain, qu’est-ce qu’il a fait pour les
Français ?
(1)
c)
Est-ce que les Français aiment habiter comme les Américains ?
(1)
d)
Trouvez deux expressions négatives de l’extrait !
(1)
- Complétez :
e) En France je ne suis pas Français. Je suis ______
(1)
d) J’étudie bien mais je ne fais pas de_______
(1)
-Choisissez la bonne réponse :
f) Il n’est pas un bon étudiant. Il n’étudie………(plus/aucun/jamais) (1)
g) Faire les devoirs, c’est le travail……….des étudiants. (génie/quotidien)
(1)
2) Knock : Diable ! Vous n’avez pas de domestiques ?
50
La Dame
: Dame si. Trois valets, une servante et les journaliers dans
la belle saison.
Knock
: Je vous plains. Il ne doit guère vous rester de temps pour
vous soigner ?
La Dame
: Oh ! Non.
Knock
: Et pourtant vous souffrez.
La Dame
: Ce n’est pas le mot. J’ai plutôt de la fatigue.
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Knock
: Oui, Vous appelez ça de la fatigue.( Il s’approche
d’elle.)Tirez la langue ! Vous ne devez pas avoir
beaucoup d’appétit.
La Dame : Non.
Knock
: Vous êtes constipée.
La Dame : Oui assez.
Knock
: (Il l’ausculte) Baissez la tête !
-Répondez
a) Quelle est la maladie de la dame ?
b) Selon Knock, est-ce que la dame mange trop ?
c) Qui sont les domestiques variés chez Knock ?
d) Trouvez deux formes négatives de l’extrait !
(1)
(1)
(1)
(1)
Choisissez la bonne réponse
e) Je ne mange pas beaucoup car je n’ai pas……..(fatigue/faim)
f) Quand j’ai mal à la gorge, je…………bien (respire/tousse)
(1)
(1)
-Complétez
g) Quand je…….. je vais à l’hôpital.
h) Je mange peu car je n’ai pas ……….
(1)
(1)
Activité - 4
Racontez le sens et expliquez !
1) Il faut battre le fer quand il est chaud – Strike while the iron is hot.
La chance ne frappe pas deux fois à la même porte. Il faut saisir
l’opportunité dès qu’elle se présente et ne pas attendre au risque
de la laisser passer.
2) Bien commencer, amène à bien terminer – A good beginning makes a
good ending.
Il faut avoir assez de préparations avant de commencer à faire quelque
chose. Si l’on prépare bien, on aura le succès.
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Model Question Paper ( based on Unité -2)
Scores: 80
Section: A- (Compréhension et Traduction)
1)
Lisez l’extrait suivant et répondez aux questions :
J’admire certes le grand peuple américain; mais ce peuple, par bien des
aspects de son génie, m’est plus étranger qu’aucun autre. Je ne l’ai jamais
visité. A quoi bon? Lui, il a fait beaucoup plus que nous visiter: il nous a
transformés. Le rythme de notre vie quotidienne est accordé au sien. Sa
musique orchestre nos journées par des millions de disques.
a)
L’auteur, qui admire-t-il ? Et pourquoi ?
(1)
b)
Selon Mauriac,le peuple américain, qu’est-ce qu’il a fait pour
les Français?
(1)
c)
Trouvez deux expressions négatives de l’extrait.
(2)
d)
Traduisez en anglais : Je ne l’ai jamais visité
(2)
Complétez.
e) _____ de la vie ____ de français est accordé à celui des américains.
(2)
2)
Traduisez en anglais :
Docteur : (Après un quart d’heure) Bon….Ne vous inquiétez pas ! Faites
de la nébulisation. Reposez-vous bien ! Je vous donne des
antibiotiques pour cinq jours et une bouteille de sirop.
Maintenant je vais vous faire une piqûre. Si vous ne vous sentez
pas mieux, venez me voir après deux jours.
Mireille : Merci beaucoup !
Mya
: Mireille, écoute-moi, repose –toi bien pendant cette semaine.
Si tu as du travail urgent, je le ferai pour toi.
(8)
3)
Traduisez en français deux dialogues:
a)- Do you like fruits ?
-Yes I like them verymuch.
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b) -Have you already invited your friends?
-No I haven’t yet invited them.
c) –Did you show the photos to them?
-Yes I showed them the photos.
d) –Did you ask them the questions?
-No I did not ask them the questions.
(8)
Section-B ( Expressions Ecrites)
4) Répondez aux quatre questions: (4 X 5 = 20)
a)
Votre voisin tousse toute la nuit. Le lendemain, vous lui donnez
quelques conseils.
b)
Votre ami vous invite chez lui pour un mariage. Mais vous ne
pouvez pas y assister car votre mère est malade. Ecrivez un
message d’excuse.
c)
Vous êtes le responsable de la classe : Donnez cinq conseils à
vos camarades.
d)
Racontez une histoire !
e)
Racontez le sens et expliquez en français :
< Bien commencer, amène à bien terminer>
f)
Votre ami est malade. Vous le rendez visite à l’hôpital. Imaginez
le dialogue entre vous deux.
g)
Votre ami vous invite pour un mariage. Mais vous ne pouvez
pas y assister car votre mère est malade. Ecrivez un message
d’excuse.
5)
a)
b)
c)
d)
Section : C ( Eléments de la Langue)
Répondez aux questions en utilisant les pronoms à la forme
affirmative et négative :
Les enfants, demandent-ils les questions ?
Serena, fera-t-elle l’erreur ?
As-tu fini ces exercices ?
(4)
Avez-vous acheté la chemise bleue ?
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6)
Complétez le dialogue avec des pronoms convenables :
Guillaume : Mange les gâteaux ! Maman _______ a préparés.
Claire
: Le gâteau au chocolat, moi, je _______ adore.
Guillaume : As-tu invité Nicole et Anne ?
Claire
: Oh, non, je ne _______ ai pas invitées.
Guillaume : C’est pas grave. Je vais ______ inviter.
(4)
7)
Substituez les compléments par les pronoms :
a)
Elle écrit à véronique.
b)
Ils parlent à Roland et à Sophie.
c)
Vous téléphonez à vos parents.
d)
Monsieur Henri répond à son client.
(4)
8)
Mettez les verbes aux temps convenables :
a)
Si elles (revenir) à l’heure nous partirons tôt.
b)
(Apprendre) tout, si tu peux.
c)
Si nous (voir) ce film nous amuserons bien.
d)
(conduire) lentement s’il vous plait.
(4)
9) Répondez aux questions en se servant des pronoms
a) Avez-vous demandé la vérité aux étudiants ?
(4)
b) As-tu apporté les bonbons aux cousins ?
Section-D (Eléments Textuels)
10) Répondez à quatre questions
a)
Quelle musique écoutez-vous ?
b)
Que savez-vous de la Martinique ?
c)
Ou allez-vous si vous êtes malade ?
d)
Pouvez-vous me donner votre livre ?
e)
Pourquoi va-t-on à la pharmacie ?
f)
Qu’est-ce que vous faites si vous êtes malade ?
(8)
11) Choisissez la bonne réponse
a)
La Tour Eiffel, tu _____ as visitée ?
b)
Il _____ invite, Douter land et moi. (nous/me/les)
c)
Si vous ordonnez je vous _____ tout. (fais/ferai/ferez)
d)
Jacques, je _____ demande une faveur (te/vous/la)
(4)
12) Reliez
a)
Tu m’aimes mon cher ami
Je la pratique
b)
Si tu vas à Londres
Oui je t’aime
c)
La natation
Aidez – moi
d)
Si vous pouvez
Je t’accompagnerai
(4)
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Unit
3
Leçon - 3
NOUS ET LES FRANÇAIS
Introduction :
IT IS A HISTORICAL FACT THAT INDIA HAD BEEN A COLONY OF VARIOUS EUROPEAN
POWERS INCLUDING FRENCH. BEING THE STUDENTS OF FRENCH IT IS IMPERATIVE
THAT THEY HAVE AT LEAST A PRELIMINARY KNOWLEDGE ABOUT THE COLONIZATION
MADE BY THE FRENCH IN INDIA. SINCE MAHÉ IS THE ONLY FRENCH SETTLEMENT
SITUATED IN KERALA, A SPECIAL EMPHASIS IS GIVEN TO IT IN THIS UNIT. THUS LESSON
FIVE HIGHLIGHTS THE UT OF PONDICHÉRY AND THE SIXTH ONE MAHÉ.
Total Periods - 35
Learning Materials : Une bande dessinée d’Alberto Uderzo et René Goscinny.
Le premier de la série ‘Astérix et Obélix’ - ‘Astérix Ie Gaulois’
Un article d’un journal français ‘Libération” - ‘Ebola’
ICTEvaluation : Individual evaluation, Peer evaluation, Teacher Evaluation
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Concepts/
Ideas
Process/Activity
with assessment
Learning
outcome
• La restriction et Elements expressing restrictions and Apply the use of the
opposition are presented.
l'opposition
'ne.....que/seulement'
Ne…que/seulement the learners
and opposition in oral
-read the input in the text and pick out the and written language.
instances where in these are used.
-frame their own sentences using
restrictions and opposition.
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Pronoms
Questions are posed to the learners where
'En',
'Y'
and
in they use pronouns to reply.
'Relatif'(qui, que,
-frame their own sentences using these
où, dont)
pronouns
After the presentation of
Comparatif et
Comparative and Superlative, the learners
Superlatif
-read the input in the text and pick out the
instances where in comparisons are used.
-frames their own sentences using
comparisons
Apply the use of the
pronouns 'en', 'y' and
'relatif' in oral and
written language.
Une bande dessinée Teacher gives an introduction about the
Astérix et Obélix
author and the work.
Discussion: Avez-vous lu une bande dessinée
?
With the help of a newspaper article the
Un article - Ebola learners are motivated to appreciate
du journal 'Libération' journalism in French.
-Gets acquainted with
the
History of France.
Applies the use of
comparison in oral and
written language
-Gets
awareness
about the harm
caused by Ebola.
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Indicators
Process:
Participation
Quality of language
Use of pronouns and comparisons in conversations
Portfolio:
Comprehensiveness
Reading Journal and writing articles.
Astérix Le Gaulois
A Petit bonum, camp fortifie Romain dans la tente du centurion Caius
Bonus....
Julius Pompilius - Ave Caius Bonus! La patrouille est de retour
Caius Bonus - Ave Julius Pompilius! Je vais aller les voir
Les Romains - Ave.....
- ?!?
- Par tous les Dieux! Que vous est-il arrivé. Avez-vous été attaques par une
force supérieure en nombre?....
Les Romains -Supérieure en nombre....
- .....On ne peut pas dire!!!
- Ils étaient un .....
- .... Et pas bien gros avec ça!
Chef- Par Jupiter! Il doit y avoir un secret dans la force de ces Gaulois!
Pendant ce temps.....
Obélix - Te voici de retour, Astérix.... Rien de spécial?.....
Astérix - Non....
Ah? Si....J’ai assommé quatre Romains...
Obélix - Ah?...Bon!
Astérix - Tu viens manger le sanglier avec moi?....
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Obélix -Je viens dans quelques instants, J’ai encore deux Menhirs à livrer...
Astérix - Entre Obélix, le rôti est prêt!....
Obélix - miam miam Astérix!......
Les romains vont se fâcher, ils vont lancer une nouvelle offensive....
Astérix - Bah!
Tant que Panoramix, notre druide continuera à préparer sa potion
magique, les romains ne peuvent rien contre nous!....allons d’ailleurs visiter
le druide!...
Il doit être dans le feuillage en train de cueillir le gui avec sa serpe d’or.
Panoramix! O Druide!!
Panoramix -Tu m’as fait sursauter, je me suis coupe avec ma serpe
Astérix - Je m’excuse ......le jour est venu pour moi d’avoir ma ration de
potion....
Panoramix - Bon, d’accord .....
Venez chez moi......
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Quelques Activités ( Some CE and TE questions)
Activité – 1 (CE) (L.O – 3.4)
A quelle série de bandes dessinées appartiennent-ils ces caractères ?
Nommez ces caractères et Décrivez-les.
Activité -2 (L.O – 3.6)
Lisez l’extrait et répondez aux questions
Chef- Par Jupiter! Il doit y avoir un secret dans la force de ces Gaulois!
Pendant ce temps.....
Obélix - Te voici de retour, Astérix.... Rien de spécial?.....
Astérix - Non....
Ah? Si....J’ai assommé quatre Romains...
Obélix - Ah?...Bon!
Astérix - Tu viens manger le sanglier avec moi?....
Obélix -Je viens dans quelques instants, J’ai encore deux Menhirs à livrer...
Astérix - Entre Obélix, le rôti est prêt!....
Obélix - miam miam Astérix!......
Les romains vont se fâcher, ils vont lancer une nouvelle offensive....
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a)Combien de Romains on a assommé?
b) Qui vont lancer une nouvelle offensive ?
c)Trouvez le sens du mot ‘Si’
(1)
(1)
(1)
Complétez.
d) Obélix a encore deux ______ à livrer.
e) Il doit y avoir un ______ dans la ______ de Gaulois.
(1)
(2)
Choisissez la bonne réponse:
f) Les Romains vont (se coucher/ se lever/ se fâcher)
(1)
g) Le rôti est (loin/ prière/prêt)
(1)
Activité- 3
Traduisez le proverbe en anglais et expliquez : (LO:2.5)
1)
Un point à temps en vaut cent - A stitch in time saves nine
Il y a des individus qui pensent toujours au passé et regrettent pour les
choses qui avaient passés. Il y a d’autres qui pensent toujours au futur et
rêvent. Les deux types des individus oublient qu’on ne peut pas prendre en
charge du passé ou du futur. Mais c’est le présent qu’on doit donner
l’importance.
2)
On n’arrête pas le temps qui passe –Time and tide wait for no man.
On ne peut pas arrêter le temps. On ne retrouve jamais le temps perdu.
Donc il ne faut pas laisser le temps passer inutilement.
Model Question Paper (based on Unité -3)
Scores: 80
Section A (Compréhension et Traduction)
1.
Lisez le texte et répondez aux questions :
La fin de l’épidémie ? Un Cap ? Une pause ? Sur le front Ebola, on souffle,
même si l’on est encore loin de l’éradication. Depuis son apparition en
décembre 2013, le virus a fait près de 9000 morts, essentiellement dans
trois pays : le Liberia, la Guinée et la Sierra Leone. Et quelque 22000
personnes ont été infectées. Depuis mi-janvier, le nombre de malades
enregistrés dans les trois pays a décru fortement : les contaminations
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hebdomadaires confirmées (environ 50% des cas) sont passées sous le cap
des 100 pour la première fois depuis sept mois, a annoncé l’Organisation
mondiale de la santé (OMS), le 29 janvier.
1. Répondez :
a) Cet article est à propos de quoi?
b) Quand a-t-il apparu, Ebola?
c) Quels sont 3 pays où le virus a fait des morts?
d) Qu’est-ce que c’est le OMS ?
(1)
(1)
(1)
(1)
2. Choisissez la bonne réponse :
Le nombre de malades (enregistrés/ enregistré/ enregistrer) dans les trois
pays a décru fortement.
(1)
3.Remplissez :
b) Ebola est une _______.
c) HINI, c’est _______.
4. Donnez l’adjectif de l’adverbe ‘essentiellement’.
(1)
(1)
(1)
3. Traduisez en anglais :
‘Sur les rives du fleuve Mahé’ est le roman célèbre de M.Mukundan dont la
place natale est Mahé. Mahé aussi connu comme Mayyazhi est une jolie
petite ville de neuf kilomètres carré au nord du Kerala. Mahé fait partie du
territoire l’union de Pondichéry.
La ville de Mahé commence de la rivière de Mayyazhi au nord jusqu’à
Azhiyoor au sud. Mahé comprend aussi deux régions, Pallour et Pandakkal.
Les Français sont venus à Mahé en 1721 pour faire le commerce, suivant la
permission accordée à M.Mollandin par le roi de Bayanore (Vadakara). Les
Français gouvernaient Mahé jusqu’à 1954. I.K Kumaran dirigeait la lutte de
l’indépendance de cette ville. Même aujourd’hui, à Mahé il y a quelques
familles qui ont la nationalité française.
(8)
4. Traduisez en français :
a) –Which language do you like?
- I love French which is melodious.
b) –Where are you coming from? From school?
- Yes, I am coming from there?
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c) – Who is the tallest in the class?
- Camus is the tallest.
d) – Does Simone run faster than John?
- No, Simone runs as fast as John.
(8)
Section-B (Expressions Ecrites)
5)Répondez aux quatre questions: (4 X 5 = 20)
a)
Racontez une bande dessinée que vous avez lu ?
b)
Vous avez fait une excursion. Racontez votre expérience ?
c)
Jean fait ses études à l’Alliance Française. Imaginez un dialogue
entre lui et son père.
d)
Présentez votre famille à l’aide des comparatifs.
e)
Ecrivez un article à propos d’un évènement de votre école.
f)
Traduisez le proverbe en anglais et expliquez
‘On n’arrête pas le temps qui passe’
g)
Racontez un roman que vous avez lu?
Section –C (Eléments de la langue 5x4=20)
6) Complétez par les pronoms relatifs convenables.
a) Regardons ces films _____ sont intéressants.
b) Elle visite la belle ville _____ nous pouvons bien nous amuser.
c) Achetez ce roman _____ est très intéressant.
d) J’aime cette pièce ____ l’histoire est superbe.
(4)
7) Remplacez les mots soulignes avec le pronom ‘en’ ou ‘y’
a) Je mange des frites.
b) Il est allé à l’école.
c) Ils restent chez Henri.
d) Il n’a pas de problèmes.
(4)
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8) Mettez l’adjectif au superlatif :
a) Cette chambre est bruyante.
b) L’avion est un moyen de
transport cher.
c) Bernie est une belle dame.
d) Renault est une voiture
confortable.
(4)
9) Complétez les phrases avec le comparatif ou le superlatif :
a) Vous parlez _____ les autres. (bien)
b) Les singes sont ____ que les hommes. (intelligent)
c) Mireille est l’étudiante _____ (sérieux) de la classe.
d) Le train est ______ (rapide) l’avion.
(4)
10) Répondez aux questions avec des pronoms ‘en’ ou ‘y’
a) Sortez-vous de la chambre?
b) Demeures-tu dans
cette maison?
c) Restez-vous à Londres ces vacances?
d) Mettez-vous un pot aux fleurs sur la table?
(4)
Section -D (Eléments Textuels)
11) Répondez à quatre questions
a)
Nommez deux sites touristiques de Mahé.
b)
Qui a fondé l’établissement français de Pondichéry?
c)
Quelle colonie se trouve à Kerala ?
d)
Quelles sont les colonies qui se situent sur la côte Coromandel?
e)
Quand est-ce que les Français sont arrivés à Mahé?
f)
Qui a reçu la permission pour faire le commerce à Mahé?
(8)
12) Reliez
a) Mayyazhi
Le Palais du gouverneur français
b) Sainte Therese
Andhra Pradesh
c) Yanam
L’église
d) Joraghat
La rivière
(4)
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13)
Remplissez:
a)
Des fruits sont bons pour la santé. Manges - _____ (le,en,y)
b)
La maison ___ j’habite est confortable (que,où,dont)
c)
Maman, est-ce que nous pouvons aller au parc? Oui, allons- ____!
(la,l’,y)
d)
J’écris avec le stylo_____ mon père m’a donné. (qui,que,dont)
(4)
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GUIDELINES FOR QUESTIONPAPER PREPARATION FOR PUBLIC EXAM
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The question paper is divided into four sections:
Section A Compréhension et Traduction:
score -24
Questions :
*Lisez le texte et répondez aux questions : An extract of < Coup
d’œil littéraire> is chosen for comprehension.
(8)
*Traduisez en anglais :A passage for translation from French
to English is chosen from the section < De quoi lire> of the
lessons.
(8)
*Traduisez en français : Four small dialogues given for
translation from English to french. Choose any two.( ref: Test 1
– 6 Partie-B)
(8)
Section B : Expression écrite :
score-20
Among the seven topics given, candidates are asked to choose any
four
( ref:Test-1-6 partie-C. For proverbs refer Teacher Text)
*Ecrivez un dialogue
*Ecrivez un message
*Ecrivez un e-mail
*Traduisez le proverbe en anglais et expliquez !
*Ecrivez une histoire
*Ecrivez un poème ( au moins 8 lignes)
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Section C :Eléments de la Langue ( ref : Test 1-6 Partie-A)
Section D : Eléments Textuels
score -20
score – 16
*Répondez aux quatre questions ( ref : Test 1-6 Partie –B)
Seven questions are asked and the candidates are given the
choice to answer any four.
(8)
66
*Remplissez les tirets ( ref:Test 1-6 Partie-B)
(4)
* Reliez
(4)
(ref : Test :1-6 Partie-B )
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Teacher Planner
Name of the unit
: La Communication.
Lesson
: Le Courrier Electronique
Date
:
Expected Time
: 1hr
Learning Outcomes : L’apprenant exprime ses idées et raconte
les évènements passés en se servant des
deux temps passés.
Concept
: Formation and use of imparfait.
Skills
: The learner acquires the ability to narrate
past events, using the two tenses to
express short duration events in the past
and continuous past events.
Language elements : Revision of passé composé, presentation of
imparfait and the difference in their use.
Values
: Ability to narrate past events correctly.
Expected Products
: Narration , Discussion.
Learning Aids
: Audio visual CDs, Text, Chart
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Activity Page
Assessment Page
Learners are asked to narrate past Teacher can assess the
events using passé composé.
learners through their
participation during their
interactive process of asking
questions and answering
using passé composé.
68
Introduction of Imparfait
Sentences formed by the
learners are displayed and
the learners are asked to
identify the action expressed
by the verbs: whether they
express a past action of short
duration or a continuous past
action.Learners are made
aware of the limited use of
passé compose expressing
only past actions of short
duration and the need for
imparfait to express
continuous or repeated past
events. Learners classify the
sentences into two
categories.
Formation of Imparfait:Through
ICT the formationof imparfait is
introduced
Learners practice dialogues
using the new past tense
introduced.Peer assessment.
Through audio visual means a
story or a past event is shown in
the class and the learners are
made to narrate the event which
took place in the past using the
two past tenses
The ability of the learner is
assessed orally or as a
written workTeacher
assessment
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MODEL QUESTION PAPER – 1
Class : 12
FRENCH
Section : A (Compréhension et Traduction)
Scores-80
(24)
1) Lisez l’extrait et répondez aux questions :
Knock : Ah ! Voici les consultants. ( A la cantonade) Une douzaine déjà ?
Prévenez les nouveaux arrivants qu’après une heure et demie je ne puis
plus recevoir personne, au moins en consultation gratuite. C’est vous qui
êtes la première madame ? (Il fait entrer la dame en noir et referme la
porte)Vous êtes bien du canton ?
La Dame en Noir : Je suis de la commune.
Knock : De Saint-Maurice même ?
La Dame : J’habite la grande ferme qui est sur la route de Luchère.
Knock : Elle vous appartient ?
La Dame : Oui à mon mari et à moi.
Knock : Si vous l’exploitez vous-même, vous devez avoir beaucoup de
travail ?
La Dame : Pensez Monsieur ! dix-huit vaches, deux bœufs, deux taureaux,
la jument et le poulain, sic chèvres, une bonne douzaine de cochons, sans
compter la basse-cour.
Complétez:
a) La dame vient de _________
(1)
b) ________ et _______ sont les deux personnages de cette scène.
(2)
Répondez:
c) A qui appartient la ferme ?
(1)
d) Est-ce que la dame a beaucoup de travail ?
(1)
e) Nommez deux animaux.
(2)
f) Trouvez un adjectif de l’extrait
(1)
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2) Traduisez en anglais :
Antoine : Prenez encore de la salade ! Dites-moi, Mme Dubois, comment
passez-vous votre temps libre ?
Emma : Merci Monsieur ! Comme vous, je suis aussi très occupée dans mon
bureau. Mais pendant le weekend quand je suis libre je fais du sport.
Antoine : Quel sport ?
Emma : Je fais beaucoup de natation car ca m’intéresse. J’aime aussi faire
de la randonnée et un peu de ski. Et vous Monsieur ?
Antoine : La natation. Je l’aime beaucoup. Mais ma passion, c’est la
musique. J’aime le piano et la guitare.
(8)
3) Traduisez en français deux dialogues :
a) Do you know Mr.Bean ?
Yes I know him
b) Can I give the book to my friends?
No, don’t give them the book.
c) Which language do you like?
I love French which is melodious.
d) Where are you coming from? From school?
Yes I am coming from there.
(8)
Section-B (Expression Ecrite)
4) Répondez aux quatre questions
(5x4=20)
a) Votre ami/amie est malade. Vous le rendez visite à l’hôpital. Imaginez
le dialogue !
b) Vous avez fait une excursion à l’université. Racontez votre expérience !
c) Demain il ya une soirée chez votre cousin. Vous n’êtes pas libre.
Ecrivez un message d’excuse.
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d) Traduisez le proverbe en anglais et expliquez
“Bien commencer, amène à bien terminer ”
e) Racontez un conte en environ 50 mots.
f)
Votre voisin tousse toute la nuit. Le lendemain, vous lui donnez des
conseils.
g) Imaginez que vous êtes le responsable de votre classe! Donnez
quelques conseils à vos camarades !
Section : C Eléments de la Langue (20)
5) Mettez à la forme négative :
a) Pauline a déjà fini ses devoirs.
b) On a encore du travail.
c)
Il y a quelqu’un à la porte
d) Jean est quelquefois méchante.
(4)
6) Mettez les verbes aux temps convenables :
a) Si elles (revenir) à l’heure nous partirons tôt.
b) (Apprendre) tout, si tu peux
c) Si nous (voir) ce film nous nous amuserons bien.
d) (Conduire) lentement s’il vous plait !
(4)
7) Remplacez les noms soulignés par les pronoms « en » ou « y »
a) Je mange des frites.
b) Il n’a pas de problèmes.
c) Vous allez à l’hôpital.
d) Ils restent chez Henri
(4)
Teacher Text-French
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8) Mettez les adjectifs au superlatifs
a) Bernie est une belle fille.
b) L’avion est un moyen de transport cher.
c) Renault est une voiture confortable.
d) M. Krishnan est un homme intègre.
(4)
9) Mettez les phrases au passé récent
a) Pierre et ses amis (arriver) à la gare.
b) Mes cousins et moi, nous (voir) un film
c) Tu (s’arrêter) devant le magasin.
d) Je (boire) de l’eau.
(4)
Section-D Eléments Textuels
(16)
10) Répondez aux 4 questions :
a) Quelle colonie se trouve à Kerala ?
b) Qu’est-ce que vous allez faire ce soir ?
c) Nommez deux grands magasins célèbres de Paris !
d) Qui a écrit la pièce <Knock ou le Triomphe de la médecine> ?
e) Quelle musique écoutez-vous ?
f) Que savez-vous de la Martinique ?
g) Nommez deux journaux français !
(8)
11) Choisissez et Complétez :
a) Kerala est ————de l’Inde. (au sud/au nord/àl’est/ausud ouest/
àl’ouest)
b) Henri explique bien ;Il explique————que les autres. (plus bien/
meilleur/ mieux)
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c) Elles faisaient des courses—————(chaque jour/hier)
d) Elle est venue————deux jours. (depuis/il y a)
(4)
12) Reliez :
a) Regarde ces films
1) Je la pratique souvent
b) Tu m’aimes, mon cher ami
2) Non nous ne vous invitons pas
c) Vous nous invitez
3) Je les ai regardés
d) La natation
4) Oui je t’aime
(4)
Teacher Text-French
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Format of Answer Key/Value points
Question
Answer Key/Value points
No.
a) Elle vient de la Commune.
1
b) Knock et la Dame.
c) La ferme appartient à la dame et à son mari.
d) Oui la dame a beaucoup de travail.
e) vache , bœuf
f) noir/grand…..
Take some more salade.Tell me Mr.Dubois, how
2
do you spend your free time?Emma-Thank you
Sir Like you,I am also too busy in my office.But
during the weekend when I am free I play sports.
Antoine: Which sport?
Emma:I do swimming a lot because it is
interesting. I also like going for trips and do a little
skiing. And you sir?
Antoine: Swimming. I love that a lot. But my
passion is for music. I love piano and guitar.
Connaissez-vous M. Bean?Oui je le connais.
3 a) Est-ce que je peux donner le livre à mes amis ?
b) Non,ne leur donnez pas le livre !
Quelle langue aimez-vous ?J’aime le français qui
c)
d) est mélodieux.
D’où venez-vous ?
De l’école ?Oui j’en viens.
74
Score
Total
1
2
1
1
2
1
8
8
8
4
8
4
4
Expression Libre
5 a)
b)
c)
d)
Pauline n’a pas encore fini ses devoirs.
On n’a plus de travail.
Il n’y a personne à la porte.
Jean n’est jamais malade.
6 a)
b)
c)
d)
Elles reviennent
Apprends
Voyons
Conduisez
1
4
7 a)
b)
c)
d)
J’en mange
Il n’en a pas
Vous y allez
Ils y restent
1
4
5 for
each
1
20
4
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Question
No.
8 a)
b)
c)
d)
9 a)
b)
c)
d)
Answer Key/Value points
Bernie est la plus belle fille
L’avion est le moyen de transport le plus cher.
Renault est la voiture la plus confortable.
M. Krishnan est l’homme le plus intègre.
Pierre et ses amis viennent d’arriver à la gare.
Mes cousins et moi, nous venons de voir un film français
Tu viens de t’arrêter devant le magasin.
Je suis en train de boire de l’eau.
10) a) Mahé se trouve à Kerala.
b) Ce soir, je vais aller au cinéma.
c) Carrefour, Picard
d) Jules Romains a écrit la pièce Knock
e) J’écoute la musique classique.
f) La Martinique est une ile francophone de l’Océan
Atlantique.
g) Le Monde , Le Figaro
11 a)
b)
c)
d)
Au sud
Mieux
Hier
Il y a
12 a)
b)
c)
d)
3
4
2
1
Teacher Text-French
Score
Total
1
4
1
4
2
8
1
4
1
4
75
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Weight to Content & Learning Outcomes
No
Content/unité LO no
1
Leçon -4
2.6
8
10
2
3
Leçon -3
Leçon-3&4
Leçon-5&6
Leçons 1-6
2.5
2.5
3.5
1.7
2.1
3.6
8
4
4
5
5
5
5
4
4
4
4
4
8
4
4
10
4
5
6
7
8
9
10
11
12
Leçon-4
Leçon-4
Leçon-5
Leçon -6
Leçon -1
Leçon-2 -6
Leçon-1&6
Leçon -3
Score
1.7
1.3
2.2
3.3
1.3
1.7,3.6,
1.2’3.1’3.3
2.2 ,2.3
Percentage
10
25
6.25
6.25
6.25
6.25
10
5
5
WEIGHT TO THINKING SKILLS
No.
1
2
Thniking Skills
Score
Percentage
48
32
80
60
40
100
For Conceptual Attainment
For Conceptual Generation
Total
WEIGHT TO FORM OF QUESTIONS
No.
1
2
3
76
Type
Objective
Short Answer
Essay
Total
No. of Questions
Score
Percentage
3
8
5
16
10
42
28
80
12.5
52.5
35
100
Teacher Text-French
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BLUE PRINT
Thinking skills for
Conceptual attainment
Unit/Content
1
2
3
4
5
6
7
8
9
10
11
12
Total
Objective Short Answer
Thinking skills for
Conceptual Generation
3
2
Total
8
8
8
5
3
2
5
3
2
5
3
2
5
4
4
4
4
4
8
4
4
80
Essay Objective Short Answer
2
Essay
6
5
3
5
3
4
4
4
4
4
8
2
4
8
Teacher Text-French
2
25
17
2
17
11
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Format of Question-based analysis
Question Content/ Units
No.
78
L.O. No
1
Leçon - 4
2.6
2
3
4
Leçon -3
Leçon-3 & 4
Leçon –5 & 6
Leçon – 1-6
2.5
2.5
3.5
1.7
2.1
3.6
5
6
7
8
9
10
Leçon- 4
Leçon-4
Leçon-5
Leçon-6
Leçon – 1
Leçon- 2 - 6
11
Leçon- 1 & 6
12
Leçon- 3
1.7
1.3
2.2
3.3
1.3
1.7
3.6
1.2
3.1
3.3
2.2
2.3
Specific
Form of
thinking Questions
skills No.
1.1
OB, SA
4.1
2.1
ES
2.1
SA
Score Time
8
15min
10min
20min
4.2
4.2
4.2
4.2
4.2
4.1
ES
ES
ES
ES
SA
SA
SA
SA
SA
SA
8
4
4
5
5
5
5
4
4
4
4
4
8
1.1
OB
4
5min
1.2
OB
4
5min
2.2
2.7
6.3
1h
10 min
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Boîte à Outils
Sitographie
www.slideshare.net
www.frenchtoday.com
TV5 monde : http://www.tv5monde.com/
Des activités et des supports (tous niveaux) pour apprendre et pour
enseigner le français. Possibilité de travail en autonomie.
Bonjour de France : http://www.bonjourdefrance.com
De nombreuses ressources pour apprendre et enseigner le français
(activités de grammaire, de vocabulaire, civilisation, expressions
idiomatiques….) a l’aide de jeux et d’activités ludiques comme des
karaokés.
Le français dans le monde : http://www.fdlm.org/
Revue du français dans le monde : actualités, fiches pédagogiques
disponibles et des reportages audio au format MP3.
Conte-moi la francophonie : http://www.conte-moi.net/
www.cavilam.com
www.laplaisirdapprendre.com
Bibliographie
La grammaire est une chanson douce d’Erik Orsenna
(Edition stock, 2001).
A bouquet of poems- Prof. T.K.Thampy
Teacher Text-French
79